Gender Inequality in Rural Education in China

DOI

10.2991/assehr.k.220704.175How to use a DOI?

Keywords

Gender Inequality; Education in China

Abstract

The purpose of this article is to look into the present gender equality gaps in mainland China’s education system. It examines not just rural education and how it achieves gender equality, but also whether or not it prioritizes addressing gender disparity and its effects. The treatment of gender issues in rural and urban settings has been proven to be vastly different. As a result, gender inequality is a major problem in rural communities. Economic background, ingrained prejudices, differing expectations, and other factors are suggested to account for such disparities in this article. Additionally, this study proposes some plausible and realistic techniques for Chinese students and parents to attend a “Social Issues” class. This article argues that studying outside of mandated schooling can better prepare students for further education. Furthermore, this report suggests that the educational system has flaws that influence issues other than gender. However, this study concludes that as the population grows, educational defects are certain to occur. And the government is in charge of determining the best strategies. This article merely served to highlight issues with the educational system in terms of gender and to provide unproven but well-researched remedies. This publication is not only for Chinese people, but also for those in need.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Lecheng Ke
PY  - 2022
DA  - 2022/07/11
TI  - Gender Inequality in Rural Education in China
BT  - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
PB  - Atlantis Press
SP  - 969
EP  - 972
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220704.175
DO  - 10.2991/assehr.k.220704.175
ID  - Ke2022
ER  -